Math: Connecting Fraction Concepts with Fraction Notation

Suggested Time Frame: 11 Instructional Days

Focus TEKS

3.3A represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines; – S RC1

2.9D determine the length of an object to the nearest [whole, half or fourth inch] marked unit using rulers, yardsticks, meter sticks, or measuring tapes

3.7A represent fractions of halves, fourths, and eighths as distances from zero on a number line; – S RC1

3.3B determine the corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line; S RC1

Composing and Decomposing, Unit Fraction, Partitioning, Equal Areas

3.3D compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b; – S RC1

3.3C explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number; – S RC1

3.6E decompose two congruent two-dimensional figures into parts with equal areas and express the area of each part as a unit fraction of the whole and recognize that equal shares of identical wholes need not have the same shape. – S RC3

Problem Solving

3.3E solve problems involving partitioning an object or a set of objects among two or more recipients using pictorial representations of fractions with denominators of 2, 3, 4, 6, and 8; – S RC1

Computational Fluency TEKS

3.4D determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10 [arrays representing twos, fours, fives, eights, and tens facts in this unit]; – S RC2

3.4E represent multiplication facts [twos, fours, fives, eights, and tens facts in this unit] by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting; – S RC2

3.4F recall facts [twos, fours, fives, eights, and tens facts in this unit] to multiply up to 10 by 10 with automaticity and recall the corresponding division facts;- S RC2

Spiral Review TEKS

Grade 2 Measurement Concepts (Length and Time)

Measure Length Using Standard Units

2.9A find the length of objects using concrete models for standard units of length

2.9B describe the inverse relationship between the size of the unit and the number of units needed to equal the length of an object

2.9C represent whole numbers as distances from any given location on a number line

2.9D determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes

Solve Problems Involving Length (No perimeter problems)

2.9E determine a solution to a problem involving length, including estimating lengths

Measure Time

2.9G read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m.